Skip to content

Blog

Early Warning Indicators for Grades 1-5: What to Look for and How EWIs for Elementary Differs from High Schoolers

Early Warning Indicators (EWIs) serve as vital tools in educational interventions. They act as red flags, signaling when a student might be at risk academically, socially, or emotionally. By recognizing these indicators early, educators, parents, and stakeholders can put measures in place to support at-risk students.
 
But what should you be looking for? And once you see the warning signs, how should you proceed?
 

The Importance of Early Warning Indicators

The early grades lay the foundation for future academic success. Recognizing signs of struggle in these years can prevent longer-term academic, social, and emotional challenges. Identifying and addressing EWIs early on ensures students receive the support they need to thrive throughout their educational journey.
 

Key EWIs for Grades 1-5

While there hasn’t been as much research done on the relationship between graduation rates and early warning indicators for younger children, there are three categories of indicators we can use to help give students the best chance at succeeding.
 
When thinking about EWIs and when to intervene, it’s often a good idea to look at how many co-occurring indicators students are experiencing. A good data analysis tool can help you visualize EWIs at a district, school, and individual level.
 

Academic Indicators

  • Decline in reading level proficiency: One study found that reading and behavioral problems can cause each other, which means that one might appear as a sort of warning before the other.
  • Struggling with basic math concepts: You may have heard about The Matthew Effect, a theory that suggests students who start out at a higher proficiency level grow at faster rates than students who start out at lower levels. With math, researchers have found that “students with low achievement typically did not close the gap with students with higher achievement over time. Some studies showed a pattern of stable differences in achievement and others showed widening gaps in performance.”

    • Part of the reason for this outcome is that students who start at a higher achievement level tend to want to engage with the subject matter more, thereby continuing to learn at higher rates. So it’s crucial in the earliest years in school to support students who are struggling and help them close that achievement gap.

  • Inconsistent completion of homework or class assignments: While missing an assignment here and there doesn’t necessitate action, if there is a trend emerging that would keep a student from moving into the next grade, that is cause for concern. Students who are retained in the same grade during grades 1-5 are statistically more likely not to graduate from high school.

 

Behavioral Indicators

  • Regular tardiness or absenteeism: Kindergarteners miss school more often than students in grades 1-5. And while this blog post is focused on grades 1-5, we’d be remiss not to mention that kindergarteners who are chronically absent are likely to experience “lower reading and math achievement outcomes at the end of that year.”
  • Signs of social withdrawal or trouble interacting with peers: Children who experience social isolation are at higher risk of mental health challenges, and that risk increases if they have a pre-existing condition like ADHD.
  • Frequent disciplinary actions or disruptions in class: You might be sensing by now that many if not all of these indicators are connected and overlapping. For example, if a student is disruptive and experiences more disciplinary action to the point of being retained in their grade, their chances of graduating are at risk.

 

Emotional Indicators

With emotional indicators, it can be difficult for teachers to know when to step in. Sudden changes in academic performance can be a warning for emotional distress, and if a student exhibits any of the following, it’s likely they’ll require additional support to stay on track academically.

  • Low self-esteem or self-worth.
  • Expressions of hopelessness or frequent sadness.
  • Overreacting to small challenges or setbacks.

 

Related Resource:

Seven Big Ideas to Guide Behavior Management
Read Now

 

How Early Grade EWIs Differ from High School EWIs

Developmental Context
Grades 1-5
Challenges often stem from foundational gaps in academic skills or emotional and social development. 		High School
Challenges might arise from external pressures, identity exploration, peer influences, or preparing for post-secondary options.

Nature of Indicators
Grades 1-5
Indicators often revolve around basic skill acquisition, socio-emotional development, and adapting to school routines. 		High School
Indicators often involve complex tasks like advanced academic competencies, vocational aspirations, or social relationships.

Intervention Needs
Grades 1-5
Interventions are often centered on foundational skill-building, socio-emotional support, and family involvement. 		High School
Interventions may need to address career readiness, mental health challenges, or issues outside school, like job or family responsibilities.

 

Strategies to Address EWIs in Grades 1-5

Identifcation: In order to address early warning indicators, it’s critical to make sure you’re working with accurate data. Having a system that helps you analyze your student data and visualize trends can go a long way in identifying challenges and trends.

Interventions: Provide support and intervention through the RTI process. This should involve tier 2, or possibly tier 3 interventions to cater to a student’s unique needs and challenges.
 

Related Resource:

Your RTI and MTSS Academic Screening Process: Performing a Check-Up
Read Now

 
Mentorship Programs: Pair students with teacher mentors who can offer additional academic and emotional support.

Parent-Teacher Collaboration: Engage parents in regular communication to ensure they are aware and involved in their child’s learning journey.

Peer Support: Implement peer tutoring or group activities that promote social interaction and collaborative learning.

Professional Development: Equip teachers with training to recognize and address EWIs effectively.
 

Conclusion

Early recognition and intervention are crucial to ensuring students in Grades 1-5 don’t fall through the cracks. While some of the challenges faced by younger students might mirror those faced by high schoolers, the context, nature, and required interventions often differ. With a solid understanding of these differences and a proactive approach, educators can offer effective support to students showing early signs of struggle.
 

4 Steps for Navigating Dyslexia Across Departments

 

Dyslexia, a neuro-biological disorder that affects language processing, has no bearing on intelligence, but complicates a student’s ability to learn by making both reading and verbal communication difficult. Because dyslexia notoriously flies under the radar, a child can go years with the disorder unidentified and with no answer for why schoolwork is so difficult ― or worse, with teachers and parents assuming that laziness is to blame for poor performance in school.

 
Yet, even once dyslexia is identified, many factors are at play and educators face the difficulty of determining the best plan to support that student.
 

Updates for Texas Educators

Frontline recently hosted a webinar with Jose Martín and Dave Richards from Richards, Lindsay, and Martin, LLC. In the leadup to the webinar, registrants submitted questions they’d like to ask the leading education law attorneys. The responses from our Texas administrators were focused almost entirely on House Bill 3928 (HB3928), otherwise known as the Beckley Wilson Act.

The update to dyslexia support directly impacts districts this year, as this law is active as of the 2023-2024 school year.

Here’s a simplified view of dyslexia-related impacts due to HB3928.

  1. Individuals with Disabilities Education Act (IDEA) Inclusion: Dyslexia is recognized as a specific learning disability under IDEA, making students eligible for IEPs.
  2. Child Find: Districts must follow evaluation requirements for dyslexia and other potential disabilities, with a form encouraging IDEA evaluations.
  3. Specialized Team Member: Evaluation teams must include a dyslexia expert.
  4. Progress Reporting: Regular progress reports for dyslexia instruction.
  5. Policy Compliance: Districts must adhere to TEA guidelines (including the Dyslexia Handbook).

Texas Association of School Adminsitrators (TASA) describes the bill as follows: House Bill 3928 “requires the board of trustees of each school district to adopt a grievance procedure under which the board would be required to abide by a parent’s due process rights under IDEA and address each complaint that the board received concerning: a violation of a right related to the screening and intervention services for dyslexia or a related disorder; or the school district’s implementation of the Texas Dyslexia Handbook, as published by TEA, and its subsequent amendments. The bill includes a number of other related provisions.”

Up until now, dyslexia was recognized as a disorder for which schools provided accommodations under Section 504. Moving forward in Texas, it will be recognized under IDEA. That often leads to the question…what’s the difference between Section 504 and IDEA?

We have an article for that.

If you’re located in Texas, you may also find this resource from TEA helpful: an FAQ document all about House Bill 3928.

 
So how can districts continue to evolve to successfully navigate the complex issues presented by dyslexia? In this episode of Field Trip, we talk with Marcy Eisinger and Cathy Clifford of Garland Independent School District in Texas about their unique approach to influencing positive change for students and parents with the help of the administration.
 
Perhaps the key element of the Garland approach to addressing dyslexia is interdepartmental cooperation. With dyslexic students potentially falling under the care of special education or Section 504 programs ― and some also receiving English as a second language (ESL) supports ― the team at Garland has worked to consolidate departments and open lines of communication so that no student is isolated in one direction to their detriment. Marcy, Cathy and their interdepartmental team are making strides in ensuring they see the whole picture for each student and are able to find common ground on the best support plan.
 

The key element of Garland ISD’s approach to addressing #dyslexia is interdepartmental cooperation. @FrontlineEdu

Click To Tweet

 
Garland is producing results in student retention, reading scores and serving the whole child.

1. Proactive training and education

Successfully addressing dyslexia begins with identification, and as Marcy says, while it’s never too late, earlier is always better. In addition to having a staff of capable speech therapists, dyslexia therapists and special education professionals, Garland is working to train every classroom teacher in recognizing the early signs of dyslexia ― including avoidance of reading tasks and written answers that do not seem to match a student’s comprehension. 
 
In fact, Garland has gone even further, holding training sessions for members of the community as well. When it comes to dyslexia, Marcy says it’s important for parents to understand that “it’s not that there’s something wrong, it’s just something different that we can easily address if we know about it.”

2. Continuous, far-reaching collaboration

Developing a plan of intervention and support for a student with dyslexia at Garland is a team effort. Cathy, who works in special education, notes that she frequently collaborates with K-12 teachers, the Gifted and Talented department, dyslexia therapists, diagnosticians, the ESL department, 504 teams and speech pathologists. The goal is that they have “all of the input from everyone involved that has knowledge of the student to be able to help make those [student-support] determinations.”
 

You may enjoy this hand-picked content:

Strategies for simplifying collaboration between general and special educators
Read Now

 

3. Individualized planning

Cathy shares that one difficulty of supporting students with dyslexia is the impossibility of predicting exactly how long it will take to see improvement from any individual learner, because each child is unique. She says the important thing is to accompany each student on their journey, every step of the way. 
 
Marcy also recalls one student failing to make progress in an ESL program until his dyslexia was identified. Because Marcy was able to work with the ESL and language support departments in developing an individual plan for him, he was able to see great gains in reading and performance in school. Involving everyone who is familiar with the details of a student’s situation ensures that individual needs are met.

4. A shared commitment to open-mindedness

Inevitably, each member of an interdepartmental team will bring a special perspective to the table. While this is the strength of cooperation, it also requires that everyone keep an open mind, an open dialogue and a willingness to work together toward the best solution for each student.
 
In Marcy’s experience, making a commitment to an interdepartmental approach is about the people: building relationships between educators, bringing support to parents and enabling students to achieve all they can.

“I’m a firm believer in servant leadership. The bottom line is, we’re here to serve the students, and we also want to grow our personnel and our teachers…. So it’s a matter of really trying to be able to communicate well and building up others so that they can do the best work for our students.”

 

Whether using a 504 Plan or an IEP to support a student with dyslexia, Frontline makes it easier to plan data-driven accommodations and measure their efficacy. Learn how

 

Building a Thriving Education Workforce: Strategies to Attract and Retain Great People

We had a fabulous time at AASPA’s 85th annual conference in Anaheim! From catching up with district leaders to co-sponsoring the DE&I reception, we certainly feel “powered-up” after a week of interactive discussions and events.
 
If you had a chance to attend Frontline’s presentation, this blog post will serve as a refresher, but if you couldn’t make it or you’re just interested to learn more about some of the learnings we shared at the conference, don’t worry, we’ve got you covered!
 
Mitchell Welch, Principal Solution Consultant at Frontline Education, and Debbie Simons, Chief Human Resources Officer at Northwest Regional ESD teamed up to provide valuable insights, practical tips, and actionable takeaways to transform K-12 HR practices.
 
Read on to hear more from these experts and the main takeaways from their conversation.
 

Hear from Mitchell:

The common challenges districts face

In K-12 HR, there are several common challenges that districts may face.

  • Paper spreadsheets and siloed experiences: Many districts still rely on manual processes, such as paper spreadsheets, which lead to inefficiencies and siloed data.
  • Inconsistent employee experience: It can be challenging when it comes to ensuring a consistent experience for all staff members.
  • Inconsistent processes: The lack of standardized processes can lead to errors in HR management.
  • Lack of reporting on trends: Without comprehensive data and reporting capabilities, districts may struggle to identify and respond to trends in their workforce.

 

It’s really important that we focus on a great employee experience for our staff members because of the challenges that are currently facing public education

AnJie Doll, Director of Human Resources

 

How do you overcome these challenges?

To overcome these challenges, Mitchell emphasized the need for a comprehensive approach to Human Capital Management (HCM). Ultimately, this approach involves attracting, engaging, developing, and retaining top talent across your district!

Here’s how to make it happen:
 

Step 1: Employ the “Oversight, Insight, Foresight” Strategy

  1. Oversight: strategically plan and manage your organization
    How does Oversight translate to K-12 HR? –> Position and vacancy visibility.
  2. Insight: day-to-day tasks to engage, develop and retain talent
    How does Insight translate to K-12 HR? –> Proactive recruitment, centralized onboarding, and a professional growth journey.
  3. Foresight: increase efficiency, productivity, and performance
    How does Foresight translate to HR? –> Managing your people through predictive data.

 

Step 2: Implement a System of Record that Empowers Your District to Manage the Employee Experience

Simply put, your system of record should be able to:

  • Make data entry and reporting be easy, accurate, and available on-demand.
  • Provide intuitive and easy navigation for all stakeholders.
  • Manage the employee lifecycle from interview to hiring and onboarding, all the way through retention.
  • Provide position and vacancy visibility through effective dating and workflows.
  • Create an onboarding process that sets up all employees for success.
  • Automate that paperwork that takes hours to complete.

 

Hear from Debbie:

Debbie Simons shared her journey at the Northwest Regional Educational Service District (ESD), providing a real-life example of overcoming HR challenges. Here’s a snapshot:
Where they were in 2021/2022:

  • Data was inconsistent, and there was a lack of processes for updating information.
  • Finance office drove HRIS information setup, and individual admins wrote job descriptions.
  • Employee data was scattered across individual spreadsheets.
  • Data integrity was a concern, and supervisors were unsure of when people worked.
  • The recommendation to hire was often accepted, but the offer took weeks, sometimes over a month.
  • Frequent payroll errors added to these challenges.

 
Where they are now:

After implementing a system of record that allowed the district to manage the entire employee experience (from hire to retire), Northwest ESD is able to:

  • Finalize hires 24-48 hours.
  • Automate forms and paperwork which reside in a single system.
  • Automate evaluation processes based on contract status.

 

 

 
Ready to implement a strategic Human Capital Management system in your district? Learn more here.
 

Flexible Pay Can Help Solve the Substitute Shortage

Portman Wills believes money is key to solving the substitute shortage — even if districts can’t raise substitute teacher wages.
 
Substitute teachers want to be in the classroom, teaching and impacting lives. But finances — and more specifically, waiting anywhere from 2-4 weeks for payday — can force an uncomfortable choice. In a world where people can deliver groceries, drive for a rideshare service, or even work retail and get paid the same day, substitute teaching may take a backseat to other employment options.
 
Portman is a co-founder of Wagestream, which allows employers to offer flexible pay and enable employees to access earned wages immediately. In this podcast, he and Emily Trant, Wagestream’s Head of Impact and Inclusion, share some research about flexible pay and what it means for school districts who want to encourage substitutes to accept more jobs.
 

Listen on Apple Podcasts, Google Podcasts, or Spotify.
 

They discuss:

  • The explosion of the gig economy and the impact it has on substitute teaching
  • How unsteady income makes waiting weeks for payday difficult or impossible for some substitute teachers
  • What flexible pay can mean for school districts

 

Dig Deeper:

 

 

Episode Transcript

 
EMILY TRANT: One of the things we hear from people, from our employer clients who have flexible pay is they see a huge drop in absence rates in the week before payday.
 
PORTMAN WILLS: From the district perspective, they’re finding that it has a measurable and almost instantaneous impact on their sub pool, that it’s really attacking the core of this problem of not being able to fill teacher absences.
 
RYAN ESTES: Recently on this podcast, we’ve been speaking a fair bit about the teacher shortage. Today, we’re touching on just one part of that: substitute teachers. Schools all around the country have struggled to find enough substitute teachers, and that’s a trend that many say has gotten worse in the last few years. Today, we’re looking at one way that some school districts are looking to buck that trend. From Frontline Education, this is Field Trip.

Hello, everyone. I’m Ryan Estes, and today on Field Trip, we are joined by some friends from WageStream. WageStream is a company that enables employers to offer flexible pay, the ability for employees to access their earned pay immediately, rather than waiting for the normal payroll cycle. Frontline has been partnering with WageStream over the past year to allow school districts to offer this service to substitute teachers for the first time in K-12. And right now I’d like to welcome Portman Wills, one of the co- founders of WageStream, and Emily Trant, the Head of Impact and Inclusion. Portman and Emily, thanks for coming on the pod.

PORTMAN: Thank you.

RYAN: Let’s begin by looking at the challenge that schools are facing getting substitutes to take jobs. Portman, you’ve found that the gig economy is having a tremendous impact on employers. What impact do you think this could be having on schools?

PORTMAN: Yeah, it’s a great question. And unfortunately, it’s not a really rosy answer. The reality is that substitutes, they want to be in the classroom. They want to be educating and inspiring the next generation but they also — it’s a job, and the reality is that the gigification of the labor market, right? The fact that people can go drive for Uber in an afternoon and pick up some wages there. They can deliver groceries, and all these gig platforms, they are competitive with substitute teaching.

I would say substituting is the original gig job, you know, I grew up with a mother who was a substitute teacher. She’d get the phone call at 6 AM: “Hey, can you come in and sub for Spanish?” or whatever. And you know, it’s very gig based. As all these gig platforms have exploded in the last five years, an untalked about side effect is that they compete with substitutes. And so I think a lot of districts are struggling to fill those subs now, and the alternatives that those teachers have to do a gig job is part of the reason it’s so hard to fill.

RYAN: Let’s look at this issue from an employee perspective. What situations might substitute teachers and other workers with unsteady incomes find themselves in?

PORTMAN: One of the great things about these gig platforms, from the employee’s perspective, is that very often you take a gig job and you get paid right away. It’s no secret that the cost of living is rising, interest rates are biting everybody. It’s also no secret that substitutes are not investment bankers or management consultants in terms of income, right? They do it for the passion, not for the money.

All of this conspires to, if you do a gig job, you can do the job and then you can get paid right away. You can pay your bills right away. You can pay down debts right away. Before Frontline and Wagestream partnered, if you took a sub job, you would often wait for five, six, seven weeks before you got paid. And so those bills are mounting, those debts are mounting. And so that’s why this alternative of going and picking up a shift that’s going to pay immediately is so compelling versus heading into the classroom, even though, and I can’t stress this enough, everybody that we talked to, that’s what they want to do. They want to be in the classroom, but the realities of life and costs are forcing them elsewhere.

RYAN: I know that lower income workers often lack access to financial services to credit, things like that. Talk to me about this idea that I’ve heard you use of financial inclusion, and what is the thinking behind that concept?

EMILY: Sure. Financial inclusion roughly means that you have access to financial products that are useful, affordable, and suitable for your needs. And at its very basic level, that can be a bank account. So we often talk about people being banked or unbanked. And then the other word you’ll hear a lot is underbanked, where you might have a bank account, but you can’t use other features of that bank account, or their price too high for you. So they don’t work for your lifestyle. They don’t work for your needs. And so we see, nationally, around a quarter of all Americans are financially excluded. They either are unbanked or underbanked. And that’s much higher for individuals from ethnic minority backgrounds.

But when we look into our particular population of volatile workers, so gig workers, substitute teachers, anybody working that kind of work pattern, you start to layer up a few different challenges. One is that the income fluctuations in of themselves mean that you need access to credit products to smooth out payments. So, if you’re earning different amounts on different paychecks overall, you might be earning enough, but there’s a timing point where you sometimes don’t have the money you need to make the payments that you have to make to live your life. And then that gets exacerbated by an access to credit point where we see in this group, that variable income is actually a predictor of being financially excluded.

I think the number is around 72 percent of Americans have access to a credit card, but in our base, that sits closer to 40 percent. So, you’ve got people who don’t have access to those products that you and I take for granted to pay for things and settle up on payday, and exacerbated by the fact that their work pattern means they actually need them more than you or I need them because their income is lumpy and they need an income smoothing tool. So that’s something that’s really important and it’s a really key part of the offering around flexible pay, which is that ability just to smooth payments and pull income from different pay periods to get it when you need it.

RYAN: I know that Wagestream recently became the first U. S.-licensed provider of flexible pay. Congratulations, by the way. I know that you are about to release a new report called “Unlocking the Pay Cycle.” In your research for that, what kinds of things did you find?

EMILY: So that piece of research on unlocking the pay cycle was exploring what happens when you give people a flexible pay cycle. So, what is the impact on their lives, their financial wellbeing, their spending, their overall behaviors? Because there’s a lot of assumption that when you give people access to their money, they’ll behave in a way that’s counterproductive. There’s a lot of assumption that people will make poor choices if you unlock the pay cycle. And actually, what we found is the opposite is true. That people are doing things that maybe you and I take for granted, like just paying their bills on time, turning on autopay for bills because they’re confident that the money is going to be there, they can move it from their earned shifts as soon as they need it to pay a bill, or using that money to pay for essentials like buying their groceries.

We also saw this huge theme around financial inclusion, where in the US, about one in four people are unbanked or underbanked, so kind of lack access to useful products. What’s maybe less apparent is that you’re five times as likely to be unbanked or underbanked if you’re from a black or Hispanic background. So it’s a really important problem here. And we saw that for a substantial portion of people, this became the only product they were using. They didn’t use any other financial products. And for the first time in their working or financial lives, they had choice as to how to manage their money and make payments.

People talk about spending less money because they’re more aware of that connection between work and pay, having that visibility and that choice. And they talk about not paying late payment fees, not paying overdraft costs, saving money on bill payment methods, buying things when they’re on sale, all these things that kind of really add up to material saving.

And one of the surprise findings is that the significant majority of people who use flexible pay, so over 70 percent, have savings. There’s this idea that it’s for this entirely distressed base of people who can’t manage their money, whereas the reality just doesn’t connect with that assumption.

RYAN: You’ve been in this world for about five years now, and I’m sure you’ve talked with a lot of people who have used your service, who have used flexible pay. Are there specific stories that come to mind that really made you go, “Huh!” Either in school districts or in other industries that you could share?

PORTMAN: The thing that I think is most relevant to schools is how there has been an explosion in flexible pay in non-education jobs, in fast food restaurants, in – I’m struggling to not name any businesses because I know this is going to go out on the air – but a hamburger place or a bullseye where you might go shopping. There’s a lot of businesses out there that now offer flexible pay by default to all their staff, to tens of millions of people in the U.S. That’s a new innovation, right? That was not the case five years ago. And so it makes it even harder for the education sector to attract the best talent because their alternatives are not just gig work that pays instantly, but really everything out there is paying flexibly and in real time.

And so what we’re most excited about is leveling the playing field and making it so that that math of, “Oh, I could do this job or that job, this one’s gonna pay me tomorrow. This one’s gonna pay me next month” – just take that out of the equation and just say, “What would I rather do with my time? And we’re pretty confident that people will pick the classroom over and over and over again.

I think that’s the most surprising thing, how much these small, what seemed like small things, right? How frequency of pay, “Do I get paid and know immediately or on a big delay?” force people’s hands into making choices about how to spend their day that you wouldn’t otherwise think of.

EMILY: One of the things that surprised me the most is how often people say that they use flexible pay to get to work. In this new research, 10 percent of people, the first time they ever used flexible pay, the reason was putting gas in their car, right? That was huge in terms of, “I had to get to work, I had to get somewhere.”

And one of the things we hear from people from our employer clients who have flexible pay is they see a huge drop in absence rates in the week before payday, whereas previously, people run out of money and not be able to get to work. Actually, now that they can get to work, you’re empowering people to earn more. So it’s not just about that choice of what job would I rather do, it’s actually, “I’d rather work. I’d rather be out there earning. And how can I enable myself to do that?”

RYAN: You’ve been working with school districts for six or eight months at this point as we’re recording this. What have you seen or heard from school districts who are offering flexible pay to their substitute teachers? What impact has it had on their ability to add to their substitute pool? What have you heard as far as how substitutes are receiving it?

PORTMAN: Yeah, I think it goes without saying that subs love it, right? Who wouldn’t like getting paid in real time? But from the district perspective, they’re finding that it has a measurable and almost instantaneous impact on their sub pool, that from the moment it’s announced before people are even using it, it’s having an impact on fulfillment rates in the Frontline Absence Management system, and that once the subs start using it and seeing how easy it is, that it’s really attacking the core of this problem of not being able to fill teacher absences.

And the most interesting thing is that the number one piece of feedback we’ve gotten, and it’s early, it’s only, like you said, been six to eight months, is, “Okay, why is this only available to subs? Why can’t the rest of my staff in the district get this? Heck, why doesn’t this exist for the head office as well?”

Because it seems, and what’s so interesting about that is, this is a journey that Emily and I went on, that everybody who encounters flexible pay goes on, is you first think of it as, ‘Wow, there’s a real benefit to people who need this.” And then you start to flip and say, “Wait a second, why do any of us wait so long after we’ve done the hard work, put in the hard hours, to get paid?”

And you sort of have this mindset shift where you realize, “Wait, the whole cycle is weird.” The status quo is very bizarre. Ancient Romans were paid in a bag of salt at the end of each day. Where did we get to this every other Friday situation, or not to mention monthly in some districts? So those have been the early feedbacks from the first 6 to 8 months in the wild.

RYAN: And just to confirm, it’s not bags of salt that Wagestream is paying substitutes and other gig workers.

PORTMAN: Thank you. Very important point. Yes, it is not bags of salt.

Ryan: Portman Wills and Emily Trant, I want to thank both of you for joining me today, and I want to encourage everybody to read the report they’re releasing called “Unlocking the Pay Cycle.” We’ll be sure to link to that in the show notes. Portman and Emily, thank you both for joining me today.

PORTMAN: Thanks so much, Ryan.

EMILY: Thanks for having us.

RYAN: It’s been nearly a year since Frontline proudly embarked on our innovative partnership with Wagestream, pioneering the introduction of financial flexibility to substitute teachers at more than 4,000 K-12 districts. And now, we are delighted to announce that this flexible pay benefit is now accessible to all district employees, further extending the reach of financial well-being within the K-12 community.

Field Trip is a podcast from Frontline Education. For Frontline Education, I’m Ryan Estis. Thanks for listening and have a great day.
 

Understanding Software: Integrations, Data Automations, and Extracts for K-12 Leaders

Today, we’re delving into the world of Software as a Service (SaaS) to help you better understand key concepts like integrations, data automations, and extracts. Our goal is to help you make informed decisions when investing in new software for your schools.
 

SaaS Basics

Software as a Service (SaaS) is a method of delivering software where users access the software over the internet, often in a web browser, instead of installing and maintaining it on individual computers or servers. This can save districts time, money, and resources in IT management.
 

1. Integrations

  • What is it? An integration is when two or more different software systems are connected to work together. It allows data to flow between the systems seamlessly. For example, a student information system (SIS) might integrate with a learning management system (LMS) to synchronize student data.
  • Why is it important? Without integrations, staff might have to manually enter data into multiple systems, which can be time-consuming and error-prone. Integrations ensure that systems share data accurately and in real-time.

Example: Student Information System (SIS) and Learning Management System (LMS)

Your district probably uses a SIS and an LMS.

Without Integration: Teachers input student grades into the LMS for online assignments. Then, they manually enter those same grades into the SIS to record official transcripts. This doubles their work.

With Integration: The moment a student completes an assignment on the LMS, the grade is automatically reflected in both LMS and SIS. No extra work for teachers and less room for error.
 

2. Data Automations

  • What is it? Data automation is the process of automatically moving or transforming data without human intervention. This can involve things like auto-generating reports or sending alerts when certain conditions are met.
  • Why is it important? Automation reduces manual processes, ensuring that tasks are done more quickly and accurately. It can also provide real-time insights and notifications, enhancing decision-making and responsiveness.

Example: Attendance Notifications

Your school uses an attendance system where teachers mark students absent or present for each class.

Without Automation: If a student is marked absent three days in a row, the school office staff must manually scan the system, identify such students, and then notify their parents or guardians.

With Automation: The moment a student is marked absent for the third consecutive day, the system automatically sends an email or text notification to the student’s parents or guardians informing them of the absences.
 

3. Extracts

  • What is it? Extracts involve pulling data out of a system to use it elsewhere. This could be for analysis, reporting, or to move it into another system.
  • Why is it important? Extracts are vital when systems don’t integrate directly. It allows districts to utilize data in flexible ways, even when systems aren’t directly connected.

Example: State Reporting

Every year, your district needs to report specific student data to the state’s Department of Education for compliance and funding purposes.

Without Extracts: District staff manually compile data from different software systems—attendance, grades, discipline records—and then put them together in the required format for state reporting. This process is time-consuming and error-prone.

With Extracts: Your district’s main software allows administrators to generate a report that extracts all required data in the state’s specified format. Once this report is generated, it can be uploaded directly to the state’s reporting portal.

These real-world examples highlight the importance of having interconnected and smart systems within a school district. Integrations, automations, and extracts are not just tech jargon; they have tangible impacts on educators’ daily work, the accuracy of student records, and the overall efficiency of school operations.
 

The Value of Tenured SaaS Companies

Now that you’re familiar with key SaaS concepts, let’s talk about the importance of stability and transparency.

Tenured companies are those that have been in the market for a longer period. Their longevity often means:

  • Stability: They’ve weathered market challenges and have proven their reliability.
  • Transparency: With a longer track record, there’s more history and customer feedback to gauge their performance and trustworthiness.
  • Continuous Improvement: Their software solutions are mature and regularly updated based on years of feedback.

Comparatively, newer companies, while potentially offering the shiny new thing, might lack the proven stability of a more seasoned vendor.
 
In conclusion, understanding the world of SaaS is crucial as more educational tools move online. By grasping the concepts of integrations, data automations, and extracts, and by valuing the stability of tenured companies, you can make informed decisions that benefit your district. Remember, with any new implementation, managing the change with care and consideration will ensure a smoother transition for all involved.
 

The Importance of Accurate Enrollment Projections: Forecasting that Adapts to District Needs

Enrollment projections are a critical aspect of educational planning for any school district.
 
Accurately forecasting the number of students who will attend school in the coming years is essential for several reasons, including budget planning, resource allocation, and ensuring that the district can adapt to changing student needs.
 
In this blog post, we will delve into the significance of accurate enrollment projections and discuss the importance of analyzing historical enrollment data from various perspectives for forecasting that adapts to your district’s needs.
 

The Impact of Enrollment Trends on District Budgets

Enrollment trends have a direct and profound impact on a school district’s budget. The funding a district receives is primarily based on the number of students in attendance, so even small discrepancies in enrollment projections can lead to significant budget fluctuations. Additionally, the composition of the student population can change from year to year, affecting the funding allocated for specific student sub-groups, such as English language learners or special education students.
 
To address these challenges effectively, school districts must develop enrollment projections that are as accurate as possible.
 
Let’s explore some key factors that contribute to the importance of accurate enrollment projections:
 

1. Grade-by-Grade vs. District-Wide

Analyzing historical enrollment data from a grade-by-grade perspective allows districts to identify trends and patterns at a more granular level. This approach helps schools allocate resources more effectively, such as hiring teachers or planning for classroom space. By understanding which grades may experience growth or decline in enrollment, districts can make informed decisions about staffing and program offerings.  
However, it’s also crucial to consider the district-wide perspective. While grade-level data is valuable, understanding the overall enrollment trajectory of the district is essential for long-term planning. District-wide projections provide a big-picture view of how enrollment may change over time, allowing administrators to make strategic decisions about facilities, transportation, and other resources.
 

Hand-picked Content for You:

How to Produce an Epic Financial Story
Get a customizable PowerPoint template to kickstart your epic financial story.
Download Now

 

2. Local vs. State

Enrollment projections should not be isolated to the district level alone. It’s equally important to consider the broader state perspective. State funding formulas often rely on student counts, and changes in enrollment can impact the amount of funding a district receives. By monitoring statewide enrollment trends, districts can better anticipate potential funding adjustments and plan accordingly.
 

3. District vs. Charter School Enrollment

In some regions, charter schools share the student population with traditional public schools. As a result, districts must also project enrollment for charter schools operating within their boundaries. Accurate enrollment projections for both district and charter schools are crucial for equitable resource allocation and effective collaboration between educational providers in the community.
 

Hand-picked Content for You:

5 Steps to Forecasting in Uncertain Times
Read Now

 

Strategies for Dynamic Forecasting

Now that we understand the importance of enrollment projections, let’s explore some strategies for dynamic forecasting so that you can make the most of your enrollment projections:

  1. Data-Driven Decision-Making: Collect and analyze data regularly to identify trends and emerging needs. Utilize technology and data analytics tools to make informed decisions based on real-time information.
  2. Scenario Planning: Develop multiple scenarios that anticipate different outcomes based on varying factors. This allows administrators to be prepared for a range of possibilities and make adjustments as needed.
  3. Stakeholder Engagement: Involve teachers, parents, and community members in the forecasting process. Their insights and perspectives can provide valuable input and help align district goals with community needs.
  4. Continuous Learning: Encourage a culture of continuous learning and adaptability among district staff. Provide professional development opportunities to keep educators up-to-date with the latest educational practices.
  5. Collaboration and Partnerships: Forge partnerships with local organizations, businesses, and government agencies to enhance resources and support for students. Collaborative efforts can help address various district needs more effectively.

 

How Software Can Help

Your enrollment projections are only as helpful as they are accurate.
 
But getting accurate projections is only half the battle, just like enrollment is only one variable in your district’s story. With analytics software, you can ensure you have the most accurate enrollment projections for a solid planning foundation, and then you can use those projections to look at how other choices around staffing, budget, and more will impact the bottom line.
 
Frontline’s analytics suite offers tools that will help you make the most of your enrollment projections and then communicate to your stakeholders.
 

Conclusion

Accurate enrollment projections are the cornerstone of effective educational planning and budgeting. School districts must take a multifaceted approach to forecasting, considering factors like grade-level trends, district-wide data, state funding formulas, and the presence of charter schools.
 
By doing so, districts can adapt to changing student needs, allocate resources effectively, and ensure that every student receives the education they deserve. In a rapidly evolving educational landscape, the ability to forecast accurately is not just a valuable skill; it’s a necessity for the success of our schools and the students they serve.
 

Roll Call: Best Practices for Ensuring Substitute Coverage

Consistency and continuity are key to ensuring that students receive the best possible learning experience. Yet, teacher absences are an inevitable reality. Whether it’s due to illness, professional development, or personal reasons, teacher absences can impact student learning.
 
So, it’s critical that school districts have effective strategies in place to ensure that substitute teachers can seamlessly step in when needed. In this blog post, we’ll explore seven best practices for filling absences and ensuring coverage with substitutes!
 

1. Build a Robust Substitute Teacher Pool

One of the first steps in ensuring substitute coverage is to build a pool of qualified substitute teachers. Schools should actively recruit and maintain a roster of dedicated substitutes who are familiar with the school’s culture, policies, and curriculum.

  • Proactive Recruitment: Cast a wide net, including retired educators, recent graduates, and individuals with relevant experience.
  • Screening and Onboarding: Develop a streamlined onboarding process that includes background checks, orientation sessions, and clear explanations of district policies and expectations.

 

2. Clearly Communicate and Plan

Effective communication is essential in any organization, and schools are no exception. Teachers should provide detailed lesson plans and instructions for substitutes to follow. This can include information on daily routines, classroom rules, and any specific teaching materials or resources required. Clear communication between the absent teacher and the substitute helps maintain consistency in the classroom!

  • Establish Clear Communication Channels: Foster open lines of communication between HR, school administrators, teachers, and substitutes. Ensure that teachers can easily request substitutes and provide essential information, including lesson plans, classroom routines, and student needs.

 

Handpicked Content:

The Big Picture of Teacher Absenteeism
Read Now

 

3. Utilize Technology

Leverage technology to streamline the process of notifying substitutes about upcoming assignments. Many schools use online platforms or apps to post job openings and enable substitutes to easily accept or decline assignments. In addition, technology can facilitate communication between teachers and substitutes, allowing for real-time updates and clarifications.

  • Go Digital with Substitute Management Software: Consider adopting modern substitute management software to streamline the entire substitute management process, making it easier to track, assign, and communicate with substitutes.

 

Fast Fact!

Did you know? Using a Mobile App positively impacts substitute fill rates!
Dive into the data here

 

4. Offer Training and Professional Development

Invest in training and professional development opportunities for substitute teachers. Offer workshops or online courses that focus on classroom management, instructional strategies, and school policies. The more prepared substitutes are, the better they can support students in the absence of the regular teacher.

  • Continual Learning: Develop ongoing training and professional development programs for substitutes. Encourage them to improve their teaching skills, stay updated on district policies, and adapt to different classroom environments.

 

5. Create a Supportive Environment

Provide substitutes with access to essential resources, such as textbooks, teaching materials, and even information like where to park. Designate a staff member or administrator as a point of contact for substitutes to turn to with questions or concerns.

  • Resources for Substitutes: Ensure that substitutes have access to necessary resources in order to make them feel welcome and supported within your district.

 

6. Establish Ongoing Feedback and Evaluation

Encourage regular feedback from both teachers and substitutes. This feedback loop can help identify areas for improvement and make necessary adjustments to the substitute process.

  • Continuous Improvement: Constructive feedback also helps substitutes grow in their roles and ensures a smoother transition when they step into classrooms.

 

Handpicked Content:

Absence & Time Management on The Go
Read Now

 

7. Have a Long-Term Substitute Plan

For extended teacher absences, develop long-term substitute plans. This may involve selecting a dedicated long-term substitute teacher who can commit to covering the class for an extended period.

  • Supporting Uninterrupted Learning: Long-term substitutes can collaborate with the absent teacher to maintain consistency and ensure that students continue to progress in their studies.

 
Filling teacher absences and ensuring coverage with substitutes is critical when it comes to maintaining uninterrupted student learning. By implementing these best practices, schools can minimize disruptions and maintain a consistent and supportive learning environment. Effective communication, preparation, and support for substitute teachers are key components of a successful substitute system, ensuring that students continue to receive a quality education regardless of temporary teacher absences.
 
Wondering how to get started? Frontline’s Absence and Substitute Management Software can help.
 

The State of Hiring in Education: A Conversation with AASPA Executive Director Kelly Coash-Johnson

In 2022, Kelly Coash-Johnson joined a webinar with Frontline Education and EdWeek, and shared five “shifts” or practices that the American Association of School Personnel Administrators (AASPA) believes are necessary to address the educator shortage: reducing barriers to careers in education, designing comprehensive human capital management systems, establishing transparent and equitable total rewards systems, strengthening educators’ sense of purpose, belonging, and connection, and delivering exceptional employment experiences.
 
Kelly joined us on the Field Trip podcast at the beginning of the 2023-2024 school year with an updated perspective. What is the state of hiring in education now?
 

Listen on Apple Podcasts, Google Podcasts, or Spotify.
 

Take a listen for a look at:

  • Factors influencing the teacher shortage today
  • What steps some states are taking to address the teacher shortage, and which of the five shifts mentioned above are more difficult to address
  • Actions that school districts can take today to be better positioned to hire in the future
  • What makes Kelly hopeful about education (and hiring in education) as we look to the future

 

Also check out:

  • Recruiting the 21st Century Teacher: How to position your district for success in hiring, why it’s critical to diversify your recruiting efforts, and 4 suggestions if you’re new to 21st century recruitment.
  • On-demand Webinar: Be the Change: Strategies to Make Year-Round Hiring Happen
  • The Quick-Start Guide to Retention-focused Recruitment

    •  

     

    Episode Transcript

     
    RYAN ESTES: Hello everyone, and welcome to the Field Trip podcast from Frontline Education. I’m Ryan Estes, and my guest today is Kelly Coash Johnson. With several decades of experience in educational association work, today she serves as the Executive Director for the American Association of School Personnel Administrators, or AASPA.

    Kelly, welcome to Field Trip.

    KELLY COASH-JOHNSON: Thank you so much for having me.

    RYAN: You spend a lot of time talking to leaders in school districts all across the country, which I know gives you a unique perspective into the state of hiring in schools. And it’s no secret that this continues to be a challenge that schools are facing these days.
    From what you’re seeing, what stands out to you right now as we enter the 2023-24 school year? Are there any common themes or challenges that make you take notice?

    KELLY: Yeah, absolutely. It’s been a great summer. We’ve been looking at a lot of different data points, and the US Department of Education in July reported through their channels that we are not back to pre-pandemic levels. And the piece to always remember though is that we had a teacher and an educator shortage before the pandemic. So, while I’m glad that we are tracking that data, we have been in this situation of an educator shortage for quite a while.

    They are, however, tracking some positive movement, but ultimately, until some key issues surrounding teacher pay and compensation are addressed, we’re going to struggle to see a lot of movement with that. On average, still, teachers earn 24% less than other college graduates, so that’s always something we’re looking at. In 2021-2022, we still had 16 states that had starting salaries below $40,000.

    This year in particular, I think, beyond the fact that we’re looking at the teacher shortage, AASPA is monitoring and paying attention to the fact that we’ve got shortages in all areas of K-12. So, bus driver shortages have gotten a lot of press this fall already. And I think we’re going to see more focus as we move along on facilities and food service areas in the coming weeks.

    Another theme that we’re watching and has been really interesting to see is that states have been passing a lot of rules and laws this last probably nine months on certification and licensure changes. For example, states like Virginia, they just put in a new alternative pathway to licensure in June, and it’ll be interesting to watch that particular state with their teacher shortage struggles and their recruitment struggles, and if that did indeed help or not. This particular alternative pathway allows teachers to get into the classroom on a provisional license and then work towards their full license on an online program. And it’s supposed to be costing them around $3,000. There’s a love/hate relationship with this type of solution for many states. We love that we might be reducing barriers for individuals to get into education, but we also worry that changing the pathways too quickly is not traditional and it’s nothing like what educators were required to do in the past.

    RYAN: Last September you took part in a webinar with Frontline and EdWeek in which you described the importance of deepening how we look at this issue, and at the time, you highlighted five shifts in thinking and practice that you believe are necessary. For example, you talked about not just creating pathways to careers in education, but also working to reduce the barriers to those careers; not simply increasing teacher pay, but really establishing transparent and equitable total reward systems, and I’m curious: now that it’s a year later, how has your thinking crystallized or evolved over the past year?

    KELLY: We spent this summer, and probably about the last five or six months, digging into promising practices for each of these five shifts. And what I think we’ve noticed is that a lot of the action around these is occurring in the area of reducing barriers. These include that alternative certification program that I mentioned, as well as this is also where the teacher apprenticeship programs fit in and the overall changes to certification.

    What we did is ask both higher ed, departments of ed, and K-12 to submit returns on each of these areas. And I would say most of them came through in that particular area. But while you’re talking about establishing transparent and equitable total reward systems, that one we did not get a lot of submissions, if you will, for promising practices in that area. So, what that kind of tells me is that may be our biggest challenge moving forward. If we look at these shifts, people are struggling with that: how to do it, when to do it. But we’re even just looking for flexible staffing model examples or incentives. And so those are coming in a little bit here and there, but a lot of the transparent offerings and the employee-centered total reward strategies are pretty out there, if you will, for folks to really wrap their brains around.

    RYAN: For those of our listeners who are listening to you speak and saying, “Okay, I’m facing this issue right now, this year, whether I’m going into 23-24 and having trouble filling my vacancies,” or saying, “I need to already begin looking to next year to really lay the groundwork for making sure I’m fully staffed at that point, I just need something that I can do now that’s going to move the needle a little bit.” What would you say to that?

    KELLY: Right, right. No, that’s a great question. So, number one, ask, right? Because I think that’s the one thing that is always a, “Oh, I didn’t think about that.” You’ve got to ask your current folks now. We are seeing some amazing growth based upon stay interviews and employee interviews overall and asking, “What would it take to get you to be able to stay in this position?” or “What would it take for your colleagues to want to come and work for our district?”

    Maybe it’s a flexible staffing model. Maybe it is a matter of, “I can only teach in the mornings because I have an elderly parent that I have to take care of in the afternoons,” or, “I have a childcare situation.” And those are things that I think we might be able to make some headway on. But we have to ask, because we make assumptions but we don’t have the actual conversations to back those up.

    I believe that retention is the new recruitment. Before we really look at recruitment strategies, sometimes we need to make sure that our retention strategies are where they’re at. So some of my favorite promising practices from districts are things like novice teacher mentor programs. For example, Putnam County, Florida developed a mentor program that has resulted in a retention rate of 89 to 93% in the past five years. That’s amazing! And if they’ve got that retention rate, that’s going to affect how they recruit, because folks are going to pay attention. They’re like, “Oh, Putnam, they have that really awesome mentor program for their new teachers. I want that.” So, it works in recruitment as well as the retention piece.

    I’ve also seen some really good work with the Grow Your Own programs to work for retention as well as recruitment, believe it or not. For example, I think it’s the Michigan Department of Education, is leading a multimedia campaign to improve their retention and their recruitment for new folks by doing a Welcome Back campaign.

    When you talk about data, one of the pieces of data that I always encourage my members to try to get their hands on if they can is how many educators exist in the pool right now that have their certifications that are not currently working in a school district? Some states are really good about giving you that information and they’ll be able to tell you, “These are people that have teaching certificates that left education for one reason or another.” And then developing, whether that is a marketing or just an outreach program to say, “Hey, we want to welcome you back to education if you ever want to come back.” I’m a super big optimist, so I know we saw a lot of people during the pandemic and even before that exit the field of education for all of these things that we talk about with the pay and the sense of purpose and belonging. And so being able to readdress those to the folks that left is also a really powerful recruitment tool.

    RYAN: When you look five years out, say, what do you think we will be seeing when it comes to hiring in schools? And perhaps a way to stay positive about it is, what makes you hopeful as you look forward?

    KELLY: So I, too, am a very positive-thinking person. When I look at our situation, I do not see more gloom and doom. I know it’s hard when the media is throwing stuff at you on a regular basis, but I really do see more positives than I see negatives, and I think we’re going to open our eyes to the value of educators and those who work in school systems more and more.

    So, this kind of started with the pandemic. I think a lot of people realized that educating kids is hard, and feeding kids is hard, and keeping kids safe is hard. And we’ve spent a lot of resources in the short term on maybe academic recovery from the pandemic. And now I’m hoping in the next five years, or sooner, that we’ll see a shift towards using some of those resources on our workforce. I don’t necessarily think we’re going to see a huge increase in the number of people that want to go into education yet, in the next five years, but I do think we are going to see some great work with retention of educators and that move back to education from those that left.

    It’s hard to be an educator, and I really think that some very important people are figuring that out and hopefully they have the ability to work towards improving that. And when I mean “they,” I mean your state departments of education and your state lawmakers. The two issues that really affect education and human capital leadership in schools are teacher pay and teacher certification, and both of those items are very state-driven items. So, making sure that state lawmakers understand those and also understand where maybe they sit in the grand scheme of things will help move that needle just a little bit every year.

    RYAN: Once again, Kelly Coash Johnson is the Executive Director for the American Association of School Personnel Administrators. Kelly, I really appreciate your time. Thank you for speaking with me today.

    KELLY: No problem. And, shameless plug, I will give a shameless plug: we are about ready to release our next magazine, which is open to members and non-members. And I had the opportunity to see that firsthand, and there are some amazing articles on recruitment and retention from a variety of different school districts and experts. And so, a plug for AASPA, that magazine’s coming out. So, take a look at it.

    Field Trip is a podcast from Frontline Education, the leading provider of school administrative software. That includes Frontline Recruiting & Hiring and Frontline Central, designed to help you quickly recruit, hire, and onboard great talent. For more episodes like this one, be sure to subscribe to Field Trip anywhere you get your podcasts. For Frontline Education, I’m Ryan Estes. Thanks for listening and have a great day.
     

Front & Center: Liz Scott

Liz Scott is the Director of Human Resources and Community Relations in Burlington Township School District in New Jersey. She’s a self-described boy mom (“I’m the only woman in the house, and I absolutely love it”), whose happy place is Ocean City Maryland, whose faith brought her through breast cancer. She is also a passionate educator. We are thrilled to introduce you to her on this month’s “Front & Center”!
 

What was your first job in education?

I’ve actually been working here for 34 years, actually a little bit longer than that because my career started out as a substitute teacher.
 
As far as my background, I’m an alternate route baby. I went to Penn State, I’m a proud Nittany Lion. I graduated with a degree in labor relations and a minor in African American studies, so my dream was to be somewhere in the corporate world, the big corner office with the glass windows and all that stuff. But when I started subbing, I got the call that they needed a sub for the full year to teach music to middle and high school students, and I absolutely fell in love with teaching. I ended up going the alternate route and based on my degree, I was eligible for my elementary cert. I went from teaching middle and high school students to teaching first grade and I absolutely fell in love with it again.
 

If you could give any advice to yourself at the beginning of your career, what would it be?

I would probably tell myself to not be so hard on myself. I try to be excellent at everything, and a lot of times to a fault. My family would say that I’m a workaholic, but I try to have that balance. I’m one of those moms: I never miss a game. I never miss a track meet. At the same time, I always try to make sure everything is taken care of here at work, and what suffers is me. At 54 years old, I’m still trying to learn how to carve out time for me. So, I would tell myself, “Make sure you carve out that workplace/home balance and make sure you take care of you because you’re all that you have.”
 
Four years ago, I was diagnosed with breast cancer. I’ll never forget, I was sitting here in my office when I got the phone call, and it was like somebody just punched me in my gut. Long story short, I’m four years cancer free, but I understand now why I went through that. And I saw it as an opportunity. Being in HR, people come to my office and they need someone to talk to, they need someone to understand and have that empathy. As the HR director, I think it’s just so important to have that people side of you.
 
But I would tell my younger self, take time for you, take time to smell the grass. You can do both but take that time to take care of you. Put the mask on yourself first to help everybody else.
 

What is one skill every HR Director should have?

Having those people skills. I think it’s more important that people understand and know that you truly care before they care about what you know. That’s the type of administrator that I am.

The other thing is, it’s about the smile. You’ve got to be able to smile and make people feel comfortable. I think that is the key to getting people to want to come work in your district. It’s that first interaction. First impressions are everything.
 

What was your biggest “win” over the last year, and how did you achieve it?

Last year we had 30+ positions we had to fill, and with those 30 we expanded our preschool program. As a result of that, we had to hire 10 pre-K teachers, and it was like, “Ooh, how are we going to do that?” Through nonstop recruitment, trying to think outside of the box, we were able to do that. That has been a huge win for us.
 
If I could throw a second one in, this past year we’ve expanded our efforts as an equity team, not only to train our staff and have critical conversations with our staff, but to have critical conversations with our community. It truly takes a village to do what we do.
 

What is the hardest challenge you’re facing in your role right now?

Hiring. When you go to a job fair and there are more recruiters there than students, you stop and scratch your head and say, “Okay, what’s going on?” I have never experienced what we’re experiencing right now. I pride myself and I tell the board, “We’re going to be one hundred percent fully staffed.” I couldn’t say that this year. You just have to do all that you can as a school district to keep people and it’s tough. It’s a very difficult time now, trying to do everything under the sun to recruit people.
 

We live in a digital age – how are you using software and technology to tackle the challenges faced by HR, specifically recruiting, hiring, and retaining teachers and staff?

When everything got shut down in 2020, I was panicked. “Okay, how do we do this?” It just so happened we had started having conversations with Frontline about further automating our [recruiting and hiring] system. I didn’t even think that it would be, “Oh, by the way, we’re closed. I need this automated within weeks.” And Frontline made it happen.
 
It worked. I have to say that was probably the best thing we could have ever done. The efficiency of interviews being done online now, I can schedule six interviews back to back to back and just keep things moving.
 
I interview people, they’re in a closet, they’re in their car, they’re in the park, and it has become natural. It’s okay, you are where you are! Let’s keep it rolling! It definitely has helped us in terms of being able to accommodate people. And the efficiency of getting rid of the paper — I don’t have to send you paper, you don’t have to come in and sign. I press a button, boom. You have everything back within seconds.
 

What is the best creative idea you have had as an HR Director that has made a difference in your role?

I talked earlier about people seeing you as a person and knowing that’s going to be reciprocated. We have a neighboring district and we thought one day, “Let’s team up and do a job fair together.” I put my PR hat on as well — we had to advertise.
 
So, we decided we would take a song and make up a quick little dance. We recorded it and put it out there, it was a riot. Affectionately, we were being called the “Dancing Directors.” It was our way of advertising, “Hey, come join the party. We’re two districts and we want to work with you.”
 
That was probably the funniest thing that I’ve done, and it got attention. “Hey, we saw you on Instagram. You’re the Dancing Directors.” Yeah, that’s us.
 

What will change most in education over the next 10 years?

With everything that I’m seeing now in terms of the shortages, I think it’s going to have a huge impact on what it looks like in the future. I think we’re seeing it now when we have companies that will give you a virtual teacher for hard-to-find certs, and never in a million years would I have ever thought that this would be the case.
 
One thing that will never change in society is that we will always have kids who need to be taught. The question is, how are we going to teach them? Are we going to have more virtual teachers teaching from anywhere in the world?
 
Is it ideal? Absolutely not. I firmly believe that our kids need to be in school with a teacher face to face. But desperate times, desperate measures. I think we are going to have to continue to navigate how we deliver instruction to our students.
 

What are you most hopeful about for the future of education?

I am hopeful that as a society we regain a love for teaching, that we begin to truly appreciate our educators. None of us go through this life without having a teacher. It’s time for us to look at the true value of our educators and make sure that we take care of them financially and understand that they are a necessity, they are a crucial part of who we are as human beings.
 
Back in the day, everybody wanted to be a teacher. I’m hoping that love comes back, that people will start to embrace it. It starts with us planting seeds in our littles, in our pre-K kids, our kindergarten kids, all the way through, so that when they graduate, they say, “You know what? I want to be a teacher because Ms. Scott had an impact on me.”
 
There is hope. We’re in a valley right now, but I know the tide will turn.
 

Talk Data to Me: Professional Development Format Trends

In this installment of the Talk Data Series, we’ll be analyzing types of activities that teachers are choosing to complete and how they’ve changed over the past few years using data from the Frontline Research & Learning Institute and Frontline Professional Growth.
 
Before we dive in, let’s revisit one of the very first Talk Data to Me blog posts from the middle of 2020, which was right after the pandemic started.
 

 
At the time, COVID was changing the types of activities that teachers were completing. This chart displays the number of completed activities via Google Classroom, Zoom, remote learning, virtual learning and distance learning in 2019. They were all almost zero.
 

 
In 2020, there were thousands of activities were being completed on those topics. Teachers were completing more activities than usual as they grappled with transitioning their classroom to a pandemic virtual classroom. It was very clear at the time that the pandemic was completely changing professional development.
 
Now that we’ve been in a state of normalcy for well over a year, we took a look to see if there were any lasting effects to the types of professional development that teachers were completing.
 

 

Professional Development Formats

  • Action research and independent studies
  • Coaching and mentoring
  • Curriculum and lesson development projects
  • External conferences
  • Graduate and college courses
  • Internal meetings and committee work
  • Other peer observation and visits
  • PLCs
  • Data analysis and team learning meetings
  • Workshop activities and courses

A vast majority of completed activities typically fall into the workshop activity course format bucket about 60% each school year, give or take. That has remained pretty consistent over the years. But there has been some shifts in the proportion of activities each year that fit into three formats.
 

Shifts in Completed Activities (2019 vs. 2023)

  • The proportion of completed activities in 2023 that were in the format of action research or independent study has grown 127% compared to 2019.
  • The proportion of completed activities that were for coaching or mentoring are up 85% in 2023 compared to 2019.
  • The proportion of completed activities in the form of external conferences has dropped 35%.

 

 

The Takeaway

It appears that teachers may be opting for more personal and closer to home professional development rather than larger conferences.
 
It’s important to understand that this data is from a national data set of over 17 million completed professional development activities from teachers in over 1,000 districts nationwide over the past five years now, just because trends like this show up in a national data set does not mean that they accurately reflect what might be happening in your district.
 
But understanding shifts like this and professional development in your district is very important to ensure that your faculty and staff’s needs are being met.
 
Frontline Human Capital Analytics helps school districts do just that by making professional development data available, digestible, filterable, insightful, and most importantly, actionable for more information on human capital analytics.
 
Ready to maximize the efficacy of your district’s professional development?
 

Telling Your Student Story to Your School Board

Our students’ experiences are the heart and soul of every educational institution. They embody the successes, challenges, and growth that happen within our school walls every single day. As superintendents and school business officials, it’s our responsibility to convey these stories to our school boards to provide a clear and powerful understanding of our school’s operations and student life.
 

Here’s how to craft and present these narratives effectively.

 

1. Understand Your Audience

Remember that school board members are not just officials; they’re also parents, community members, and taxpayers. Frame your stories in ways that resonate with their diverse roles and interests.
 

2. Gather the Right Data

Raw data is the backbone of any good story:

  • Academic Performance: Share test scores, graduation rates, and other measurable indicators.
  • Extra-curricular Success: Highlight achievements in arts, sports, and clubs.
  • Student and Parent Feedback: Incorporate testimonials, survey results, and personal stories.

 

Case Study

Millcreek Township School District:
Empowering Community Success with Student Performance Analytics
Analytics have become key to Millcreek leadership as they identify growth areas and provide support for students and staff. Read Now

 

3. Personalize the Numbers

  • Numbers alone don’t convey emotion. Use real-life examples to give context:
  • Instead of just quoting a graduation rate, share a touching story of a student who overcame obstacles to graduate.
  • Instead of merely stating the number of students involved in after-school programs, describe a particular event or showcase a project that had a profound impact.

 

4. Use Visuals

  • A well-designed infographic or slideshow can make your presentation more engaging.
    Consider:
  • Pie charts for budget breakdowns.
  • Before-and-after photos of facility improvements.
  • Short video clips showcasing student achievements or interviews.

 

On-Demand Webinar

Using Data to Drive Early Interventions: Hear how teams at San Dieguito Union High School District use early warning indicators to proactively mobilize resources to support their student community. Watch Now

 

5. Highlight Solutions, Not Just Challenges

  • It’s essential to address challenges, but don’t forget to emphasize solutions:
  • Pie charts for budget breakdowns.
  • If you’re facing budget shortfalls, present potential strategies to address them.
  • If there’s been a dip in test scores in certain subjects, outline the new teaching strategies or resources being implemented.

 

 

6. Encourage Student Participation

Invite students to the board meeting to share their experiences firsthand. Whether they showcase a project, perform a musical piece, or simply share their story, their voices provide authenticity that can’t be replicated.
 

7. Keep It Concise

While it’s important to be comprehensive, respect the board’s time. Organize your data and stories in a way that’s clear, concise, and compelling. Use bullet points, visuals, and structured sections to make your presentation easy to follow.
 

8. Foster Open Dialogue

After your presentation, open the floor for questions. This not only shows transparency but also allows board members to dive deeper into areas of interest.
 

eBook

Moving the Needle:
Improve Student Performance by Correlating and Analyzing Multiple Indicators
You don’t have to be a data scientist to use the data you have.
Here’s how to make your student data actionable. Download Now

 

9. Offer Follow-Up

Share a printed report or digital resources where board members can learn more at their own pace. This can be a comprehensive document that includes all the details you might not have had time to cover in the meeting.
 

10. Celebrate Successes

Lastly, always take a moment to celebrate the successes. Whether it’s academic achievements, improved facilities, or increased community involvement, recognizing these positives can inspire and motivate everyone involved.

Telling your student story isn’t just about presenting facts and figures; it’s about painting a vivid picture of life within your school and showcasing the impact of the board’s decisions on real students. By personalizing the data and actively engaging with your school board, you can create a powerful narrative that resonates and drives informed decision-making.

Learn more about how Frontline can help you use your student data to close learning gaps, advance equity, and improve student outcomes.
 

Best Practices for Sharing Data Across Your District

In today’s data-driven world, K-12 school districts have recognized the importance of sharing data across various departments, from student performance to finances and human resources. Having a systematic approach to disseminate this information can drive more efficient decision-making, enhance transparency, and improve stakeholder engagement, especially with the school board.
 
There are so many nuances to sharing data – after all, without context or visuals, sharing data can feel overwhelming and confusing. But when it’s done right, it can be a driving force for positive change in your district and elevate your voice as a leader in your school community.
 
Let’s explore all the nuances of sharing data so that you’ll be ready for your next school board meeting.
 

The Value of Sharing Data

  • Enhances Decision Making: Data is more than just numbers on a screen; it’s a reflection of students’ progress, the efficacy of educational strategies, and the health of the district’s finances.

    • By integrating insights from various departments, the district can paint a holistic picture of its functioning. This, in turn, provides a factual foundation for decisions. By sharing data, different departments can avoid working in isolation and make choices that synergize with the district’s overarching goals.

  • Promotes Transparency: In an educational environment, trust is paramount.

    Parents entrust the future of their children to educational institutions, and community members look to schools as pillars of society. Transparency isn’t just about openness; it’s about fostering that trust. Sharing data publicly or within the organization can allay concerns, answer questions, and provide clarity on the direction the district is taking.

    •  

    “Transparency isn’t just about openness; it’s about fostering that trust. Sharing data publicly or within the organization can allay concerns, answer questions, and provide clarity on the direction the district is taking. ”

    Click To Tweet

     

  • Improves Collaboration: Every department, be it academic or administrative, plays a pivotal role in a school district’s journey.

    • When these departments operate in silos, it often leads to redundancy, miscommunication, and missed opportunities. Sharing data fosters a culture of collaboration, ensuring that everyone is on the same page, working towards unified objectives.

  • Enables Proactive Responses: Waiting for annual reviews or the emergence of overt problems can be detrimental.

    • With real-time data sharing, districts can remain agile, spotting trends or potential pitfalls long before they become significant issues. This proactive stance ensures that the district is always a step ahead, tweaking strategies and reallocating resources as needed to ensure optimal performance.

    In essence, the value of sharing data is about creating an environment of informed decision-making, unwavering trust, seamless collaboration, and proactive management. It’s about ensuring that every stakeholder, from teachers to board members, has the tools and insights they need to contribute effectively to the district’s success.
     

    “In essence, the value of sharing data is about creating an environment of informed decision-making, unwavering trust, seamless collaboration, and proactive management. It’s about ensuring that every stakeholder, from teachers to board members, has the tools and insights they need to contribute effectively to the district’s success.”

     

    7 Best Practices for Sharing Data

    The process of sharing data, while invaluable, requires meticulous planning and execution. Data holds significant power, and in the wrong hands or without the right precautions, it can be misconstrued or even misused. To ensure that your district benefits from the vast wealth of information at its disposal, consider the following best practices:
     
    1. Centralized Data Storage:
    Imagine a world where every department has its database, each with varying degrees of accessibility and consistency. Such a scenario can lead to confusion, redundancy, and, more importantly, inaccuracies. Adopting a unified platform, such as Frontline Data & Analytics, ensures that everyone has access to the same set of information, thus ensuring uniformity and ease of retrieval.

    2. Define Access Permissions:
    While it’s essential for departments to share data, it’s equally critical to ensure that sensitive information remains protected. Just as you wouldn’t give every employee the keys to the main office, not everyone should have access to all data. Defining roles and access permissions ensures that information is shared responsibly and securely.

    3. Use Visual Tools:
    Data, in its raw form, can often be overwhelming. Numbers, percentages,
    and metrics can easily blur together without context. Visual tools like graphs, charts, and dashboards help transform this raw data into comprehensible insights. This not only assists in internal deliberations but makes stakeholder meetings and presentations more impactful.
     

    Hand-picked Content for You:

    Four Tips for Building Compelling Visual Stories with Data
    Storytelling with data should be a strategic objective for all school administrators because as the pace of information gathering and sharing increases, it is even more important to be data-savvy and understand how to communicate your position to stakeholders. Read Now

     
    4. Regularly Update & Audit:
    The value of data diminishes if it’s outdated. Regular updates ensure that stakeholders make decisions based on the current scenario. Moreover, periodic audits reinforce the accuracy and authenticity of the data, reinforcing its credibility.

    5. Train Personnel:
    Just as a treasure map is useless to someone who can’t read it, data requires interpretation. Training your staff to understand, analyze, and use the data at their disposal ensures that the information leads to actionable insights rather than just being a dormant asset.

    6. Establish Communication Protocols:
    Sharing data isn’t a one-time activity. It’s a continuous process that requires a defined cadence. Establishing when, how, and with whom data is shared (be it through reports, newsletters, or online portals) creates a systematic flow of information across the district.

    7. Prioritize Privacy:
    In the age of digital breaches and growing concerns about privacy, protecting student and staff data is paramount. Ensuring compliance with laws such as FERPA and implementing stringent security measures not only safeguards information but also the district’s reputation.

    Adopting these best practices transforms data from mere numbers on a spreadsheet to a strategic tool that can shape the trajectory of your district, improving outcomes across the board.
     

    Hand-picked Content for You:

    The Power of Data: Enhancing Communications with Your School Board
    In an era where big data is integral in almost every sector, education is not left behind.
    The effective use of data can significantly improve communication and decision-making within a school district, especially when it involves interactions with School Board Members.
    Read Now

     

    Engaging the School Board

    For many districts, the school board is a primary stakeholder. Keeping them informed is crucial.
    Here’s how to effectively share data with them:

    1. Create a Dashboard:
    Offer school board members access to a customized dashboard, perhaps leveraging Frontline’s Data & Analytics tools, which can be updated in real-time with pertinent data.

    2. Schedule Regular Briefings:
    Apart from regular meetings, establish briefings dedicated to dissecting and discussing the data.

    3. Welcome Feedback:
    Encourage board members to ask questions and provide feedback. This can offer fresh perspectives and enhance the data’s utility.

    4. Emphasize the Bigger Picture:
    While numbers are vital, don’t lose sight of the bigger picture. Relate data back to the district’s vision, mission, and strategic objectives.
     

    Who has done it well?

    Numerous school districts and educational institutions have reaped the benefits of effective data sharing. Let’s delve into a few illustrative examples:
     


     
    These examples underscore the transformative power of data sharing when implemented thoughtfully and strategically. Not only do they offer a testament to the benefits of data-driven decision-making, but they also serve as models for other districts aiming to harness the full potential of their data.
     

    Implementing a Data-Sharing Methodology: Your 10-Step Guide

    Implementing successful data-sharing methods, as exemplified by the aforementioned districts, requires a combination of strategic planning, technological investment, and cultural shifts within the institution. Here’s a step-by-step guide to bring these methods to fruition in your district:

    1. Assess Current Data Infrastructure:

    • Begin with an audit of the current data systems in place. Identify where data resides,
      who has access, and the nature of data collected.
    • Identify gaps or inconsistencies in data collection and storage.

    2. Set Clear Objectives:

    • Understand the primary goals behind sharing data. Is it to improve student outcomes, streamline operations, or foster transparency with stakeholders?
      Having a clear objective will guide the entire process.

    3. Choose the Right Tools:

    • Depending on your needs, invest in a centralized data storage and analytics tool like Frontline Data & Analytics or other relevant platforms.
    • Ensure the platform integrates well with existing software and databases in your district.

    4. Establish Data Governance:

    • Define roles and responsibilities concerning data management. Who will be responsible for data input, analysis, and sharing?
    • Develop protocols around data access, ensuring sensitive data remains protected.

    5. Train & Educate Staff:

    • Organize training sessions for staff on how to use the new systems and understand data analytics.
    • Cultivate a data-driven culture by emphasizing the importance of evidence-based decision-making.

     

    Hand-picked Content for You:

    How to Use Analytics in Schools
    How do you take all those numbers in a spreadsheet and turn them into something useful for driving decision-making? How can schools avoid being data-rich but information-poor?
    Listen Now

     
    6. Pilot & Refine:

    • Consider launching the new data-sharing methods in a smaller setting, such as a single school or department, before scaling up.
    • Gather feedback, identify issues, and refine the process based on real-world challenges and outcomes.

    7. Roll Out District-Wide:

    • Once you’re confident in the pilot’s success, expand the initiative across the district.

      • Maintain open channels of communication to address any challenges that arise during the broader rollout.

    8. Engage Stakeholders:

    • Regularly share insights with stakeholders, such as parents, community members, and school boards.
    • Emphasize transparency and encourage feedback to ensure the data is serving its intended purpose.

    9. Continuously Monitor & Update:

    • Data needs and technology will evolve. Continuously assess the system’s efficacy, ensuring it remains relevant and beneficial.
    • Regularly update data protocols and tools to keep up with best practices and emerging technologies.

    10. Celebrate Successes:

    • Recognize and highlight successes resulting from data-driven initiatives. This will bolster trust in the system and encourage wider adoption among stakeholders.

     

    Want to keep learning about data in education?

    Check this out: Providing Structure to an Unstructured Data Environment Read Now

     

    Conclusion

    Remember, while the steps above provide a foundational guide, every district has its unique intricacies. It’s essential to mold your approach according to the specific needs, hurdles, and resources of your district. Building a successful data-sharing culture is more of a continuous journey than a fixed endpoint. By staying dedicated and adaptable, your district can harness the full potential of data, driving success in education and administration in ways previously unimagined.